INSTITUTIONAL ACCREDITATION (NAAC MODEL) Prof. H. A. Ranganath National Assessment and Accreditation Council Bangalore, India NBA

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2 INSTITUTIONAL ACCREDITATION (NAAC MODEL) Prof. H. A. Ranganath National Assessment and Accreditation Council Bangalore, India NBA

3 Higher Education Matrix The landscape of Higher Education is extremely complex, diverse and hetrerogeneous. 3

4 Institutions of Higher Education State Universities Private Universities Deemed Universities Central Universities IITs IIMs Institutions of National Importance IISERs & NISERs CSIR Academy Foreign Universities? Innovation Universities? etc.? Diversity and Pluralism Emergence of MONOFACULTY UNIVERSITIES/INSTITUTIONS Constituent Colleges Affiliated Colleges Government Colleges Private Colleges Aided Aided Colleges with unaided courses Totally unaided Colleges /Self financing Autonomous Colleges Rural Vs Urban Professional Vs Non- Professional Digital Vs Non-digital etc 4

5 With an increase in the demand for higher education, leading to rapid expansion, establishment of institutions of higher education of heterogenous nature, Internationalisationof HE etc., the need for a dependable quality ssurance mechanism has gained importance. 5

6 So Quality is the dominant concern Therefore, the challenge is How to establish, evaluate, ensure, monitor and sustain quality, in a mosaic of institutions of heterogeneous nature, spread all over and located in different and difficult areas, following different academic dispensations, and diversity in management and students. 6

7 NAAC Vision To make quality the defining element of higher education in India through a combination of SELF and EXTERNAL quality evaluation, PROMOTION and SUSTENANCE initiatives 7

8 NAAC Mission To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects; To stimulate the academic environment for promotion of quality of teaching-learning and research in higher education institutions; To encourage self-evaluation, accountability autonomy and innovations in higher education; To undertake quality-related research studies, consultancy and training programmes, and To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance Quality is the focus.. 8

9 What is Accreditation? It is a process to ensure Quality, Accountability and Improvement with continuity It is an assurance that minimum standards have been met and the institution is committed to continuous qualitative improvement It is a system which determines whether an institution or a programme meets acceptable quality criteria and whether it has the resources to meet its objectives. It establishes the status, legitimacy or appropriateness of an institution through external quality review. It is a Quality Assurance Process generally based on the application of predefined standards through evaluation. 9

10 Accreditation HEALTH CHECK UP OF INSTITUTIONS! The challenge is to identify relevant and appropriate diagnostic attributes defining QUALITY with measurable indicators Since Higher Education is evolving, the diagnostic tools also need to be innovative. NAAC does it continuously. 10

11 THE EVOLUTION OF METHODOLOGY AND GRADING SYSTEM Based on feedback & National Consultative Meetings 11

12 NAAC The present instrument of NAAC to Assess and Accredit HEIs is an INTEGRATED one with PERFORMANCE INDICATORS dealing with Input, Process, Output, Outcome & Impact of the institution. 12

13 CURRENT METHODOLOGY SEVEN CRITERIA FOR ASSESSMENT Curricular aspects Teaching-learning and evaluation Research, consultancy and extension For the first time, institutions during A & A are being challenged with Infrastructure and learning resources queries on observing gender neutrality, compliance with the needs of the physically challenged, adoption of energy efficient systems; water Student support and progression harvesting and conservation efforts, eco-friendliness and quest towards a Governance, leadership and Management carbon neutral campus, promotion of innovations and engagement with local problems ; Institutional Social Responsibiliy Any institution with carbon credits? Etc., Innovative and best practices 13

14 Criterion I- Curricular Aspects Key Aspects 1.1 Curriculum Design and Development 1.2 Academic flexibility 1.3 Curriculum Enrichment 1.4 Feedback System Assessment indicators 19 14

15 Criterion II -Teaching-Learning and Evaluation Key Aspects 2.1 Student Enrolment and Profile 2.2 Catering to Student Diversity 2.3 Teaching-Learning Process 2.4 Teacher Quality 2.5 Evaluation Process and Reforms 2.6 Student Performance and Learning Outcomes Assessment indicators 40 15

16 Criterion III - Research, Consultancy and Extension Key Aspects 3.1 Promotion of Research 3.2 Resource Mobilization for Research 3.3 Research Facilities 3.4 Research Publications and Awards 3.5 Consultancy 3.6 Extension Activities and Institutional Social Responsibility 3.7 Collaborations Assessment indicators 56 16

17 Criterion IV - Infrastructure and Learning Resources Key Aspects 4.1 Physical Facilities 4.2 Library as a Learning Resource 4.3 IT Infrastructure 4.4 Maintenance of Campus Facilities Assessment indicators 23 17

18 Criterion V - Student Support and Progression Key Aspects 5.1 Student Mentoring and Support 5.2 Student Progression 5.3 Student Participation and Activities Assessment indicators 23 18

19 Criterion VI - Governance, Leadership and Management Key Aspects 6.1 Institutional Vision and Leadership 6.2 Strategy Development and Deployment 6.3 Faculty Empowerment Strategies 6.4 Financial Management and Resource Mobilization 6.5 Internal Quality Assurance System (IQAS) Assessment indicators 38 19

20 Criterion VII - Innovations and Best Practices Key Aspects 7.1 Environment Consciousness 7.2 Innovations 7.3 Best Practices Assessment indicators 5 20

21 SEVEN CRITERIA FOR ASSESSMENT NO. CRITERION KEY ASPECTS ASSESSMENT INDICATORS I CURRICULAR ASPECTS 4 19 II III IV V VI VII TEACHING-LEARNING AND EVALUATION RESEARCH, CONSULTANCY AND EXTENSION INFRASTRUCTURE AND LEARNING RESOURCES STUDENT SUPPORT AND PROGRESSION GOVERNANCE, LEADERSHIP AND MANAGEMENT INNOVATIONS AND BEST PRACTICES Total

22 Assessment and Accreditation of HEIs by NAAC Transparency & Accountability DUTIES AND RESPONSIBILITIES OF NAAC DUTIES & RESPONSIBILITIES OF HEIs 22

23 SELF STUDY REPORT (SSR) 1. Profile of the Institution 2. Criteria-wise report 3. Evaluative report of the Departments 23

24 PROCESS OF ASSESSMENT AND ACCREDITATION 24

25 ASSESSMENT AND ACCREDITATION PROCESS OF NAAC On-line submission of a Letter ofintent(loi) by the Institution NAAC - In-house scrutiny On-line Institutional Eligibility for Quality Assesssment status IEQA. Affiliated colleges applying for the first time have to go through IEQA Review by an expert committee 25

26 ASSESSMENT AND ACCREDITATION PROCESS OF NAAC Universities, Autonomous Colleges, CPE, Institutions applying for Reassessment, Reaccreditation and Professional Colleges need not go through IEQA Contd 26

27 ASSESSMENT AND ACCREDITATION PROCESS OF NAAC Preparation and submission of a Self-Study Report (SSR) by the institution; HEI to upload SSR on the institution website one month prior to submission of the final document (under intimation to NAAC) and retain the same till the Peer Team Visit is completed In-house analysis of Self-study Report (SSR) Constitution of a team of Peers the information is shared with the Head of the Institution Contd 27

28 ASSESSMENT AND ACCREDITATION PROCESS OF NAAC On-site Visit Pre-visit and during visit discussion among peers Interaction with the Head of the Institution Visit to departments and common facilities and interaction with respective faculty members Meetings with stakeholders (Parents, Alumni, Students, Teachers, Management, Representatives from Government /University) Verification of documents 28

29 ASSESSMENT AND ACCREDITATION PROCESS OF NAAC On-site Visit Verification of documents Sharing of the Draft report of the Peer team with the Head of the Institution BUT NOT THE GRADE AWARDED Exit meeting: Presentation of the report to the head of the institution duly signed by peers and as well the head of institution 29

30 A&A PROCESS OF NAAC Director receives the feedback on Peer Team visit from (a) the Head of the Institution (b) the peers (c) the NAAC co-ordinator The Executive Committee of NAAC Reviews the Peer team report and makes a decision. PROVISION FOR APPEAL Validity period of accreditation is five years Provision for Reassessment Reaccreditation 4000 PEER TEAM REPORTS ON NAAC WEBSITE 30

31 CURRENT METHODOLOGY THE PRESENT GRADING SYSTEM Range of institutional Cumulative Grade Point Average (CGPA) Letter Grade Performance Descriptor A Very Good (Accredited) B Good (Accredited) C Satisfactory (Accredited) < 1.50 D Unsatisfactory (Not accredited) 31

32 As of now, the assessment and accreditation is voluntary. In spite of this, since 1998, the NAAC has attracted over 5054 colleges and 174 universities for assessment and accreditation. NAAC has done the Institutional Accreditation of Central Universities, Deemed Universities, Professional Institutions such as Medical, Dental, Yoga, Engineering, IIIT, Law, Social Work, Management, Education, State Universities, Autonomous, Constituent, Affiliated, Government and Private colleges across all states and Union territories. 32

33 The journey towards QA, QS an QE does not stop with the NAAC grading and the process of quality cannot be stationary but should continuously strive towards accomplishing new goals. 33

34 Internal Quality Assurance Cell (IQAC) Objective The Primary aim of the IQAC is to develop a system for conscious, consistent and catalytic action to improve the academic and administrative performance of the institution. NAAC publication on IQAC provides information on the constitution, objectives, submission of annual reports etc. 34

35 Internal Quality Assurance Cell (IQAC) Quality in higher education requires more than responding to standards Quality must be embedded in the institutional culture, the process must be ongoing rather than just a periodic response to an audit/ inspection/ accreditation process So integrate quality culture into all levels of activity of institutions 35

36 Internal Quality Assurance Cell (IQAC) Institutions need to be developed as Learning Organizations with Learning Culture QA system should not be predominantly on external demands, but rather, should be focused at improving the self evaluation procedure. There is a need to shift from seeing quality as systems compliance to seeing it as about personal cure and individual responsibility aimed at making a real difference classrooms. Click here 36

37 Internalise & The aim of all these is to Institutionalise the QA, QS & QE processes so that HEIs become self-sustaining organisations Primarily Quality of/in higher education institutions is the responsibility and task of each institution itself. 37

38 OUTREACH ACTIVITIES INTERNAL QUALITY ASSURANCE CELL (IQAC) SINCE THE BEGINNING NAAC HAS PROMOTED THE CONCEPT OF IQAC 2007 Theme: Promoting Internal Quality Assurance Systems Quality Initiatives of NAAC 3000 HEIs have established IQAC NAAC sponsored conferences/workshops across the country UGC is likely to come up with a regulation to make IQAC 38 mandatory by providing financial assistance

39 Therefore the IQAC has to operate as an internal organ of an institution which would work 24x7x365 for qualitative improvement in all activities of the institution. 39

40 NAAC outreach and Capacity building State Level Quality Assurance Coordination Committees (SLQACC): 26 States Facilitated 2000 seminars/conferences across the country on quality related issues through SLQACCs and IQACs Regular national and international seminars/workshops on contemporary A & A related themes Dissemination through Quarterly NAAC Newsletter and interactive website: National Conventions of Accredited Institutions 40

41 QUALITY INITIATIVES OF NAAC Collegium of Assessors Assessors Interaction Meetings (AIMs) Vice-Chancellors Directors Deans Professors Senior Academics and Principals 41

42 International connect and Networking International Network for Quality Assurance Agencies in Higher Education (INQAAHE) Asia Pacific Quality Network (APQN) Commonwealth of Learning (COL) UNESCO British Council / Higher Education Funding Council for England (HEFCE), Quality Assurance Agency (QAA), UK Australian Universities Quality Agency (AUQA) Higher Education Quality Committee (HEQC) of the Council on Higher Education (CHE), South Africa Nepal Quality Assurance Agency Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) The Institute of Electrical and Electronics Engineers (IEEE) HOST TO MAJOR INTERNATIONAL CONFERENCES ON REGULAR BASIS *********Internationaliztion of Accreditation 42

43 NAAC has a unique and open access repository of Self-study, Peer team and Annual Quality Assurance reports of over 4000 institutions; NAAC offers visiting associateships/fellowships to interested scholars to research this material. A & A : Our journey so far Accreditation status as on March 23, 2013; Total of 5294 HEIs 175 Universities and 5119 Colleges Grade-wise Distribution 3546 Third Cycle: 2 Universities 41 Colleges Reaccreditation of 74 Universities; 1242 Colleges A B C 988 A & A is a complex and engaging process; involvement of over 2500 assessors (experts) and 14,000 assessor visits. Universities Colleges A & A is on voluntary basis 43

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45 Assessment & Accreditation Accreditation has become a powerful weapon in the battle for talent Competition among HEIs is reflected in the rising significance and popularity of accreditation that attempt to measure the talent catching capacity Scramble & battle for brain power : STUDENTS AND FACULTY Thus For better visibility, social recognition, market acceptability and for better competitive competence Accreditation is a better option. 45

46 QUALITY EDUCATION IS OUR BIRTH RIGHT Students.. Accreditation = Assessment + Reformation of HEIs 46

47 THANK YOU